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1 2 3-1-2-3 2 3 -1 -2 -3 0 1 1 x y v‫ﺗﻌﺮﯾﻒ‬ ‫اﻟﻔﺼﻞ‬ ‫ھﺬا‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﯾﺘﻢ‬ ‫ﺗﻐﯿﺮاﺗﮭﺎ‬ ‫واﺳﺘﻨﺘﺎج‬ ‫ﺟﺪﯾﺪة‬ ‫دوال‬ ‫اﻟﺪوال‬ ‫ﻣﻦ‬ ‫اﻧﻄﻼﻗﺎ‬‫اﻟﺘﻲ‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻷوﻟﻰ‬ ‫اﻟﺴﻨﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺘﮭﺎ‬ ‫ﺗﻤﺖ‬. . v‫اﻟﻤﺘﻌﻠﻢ‬ ‫اﻟﻔﺼﻞ‬ ‫ھﺬا‬ ‫ﻣﻀﺎﻣﯿﻦ‬ ‫ﺗﻤﻜﻦ‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻤﺠﺎﻻت‬... More

1 2 3-1-2-3 2 3 -1 -2 -3 0 1 1 x y v‫ﺗﻌﺮﯾﻒ‬ ‫اﻟﻔﺼﻞ‬ ‫ھﺬا‬ ‫ﺧﻼل‬ ‫ﻣﻦ‬ ‫ﯾﺘﻢ‬ ‫ﺗﻐﯿﺮاﺗﮭﺎ‬ ‫واﺳﺘﻨﺘﺎج‬ ‫ﺟﺪﯾﺪة‬ ‫دوال‬ ‫اﻟﺪوال‬ ‫ﻣﻦ‬ ‫اﻧﻄﻼﻗﺎ‬‫اﻟﺘﻲ‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻷوﻟﻰ‬ ‫اﻟﺴﻨﺔ‬ ‫ﻓﻲ‬ ‫دراﺳﺘﮭﺎ‬ ‫ﺗﻤﺖ‬. . v‫اﻟﻤﺘﻌﻠﻢ‬ ‫اﻟﻔﺼﻞ‬ ‫ھﺬا‬ ‫ﻣﻀﺎﻣﯿﻦ‬ ‫ﺗﻤﻜﻦ‬ ‫اﻟﺘﺎﻟﯿﺔ‬ ‫اﻟﻤﺠﺎﻻت‬ ‫ﻓﻲ‬ ‫ﻗﺪراﺗﮫ‬ ‫ﺗﻨﻤﯿﺔ‬ ‫ﻣﻦ‬ ‫اﻟﺠﺒﺮي‬ ‫اﻟﺤﺴﺎب‬)‫اﻟﺪوال‬ ‫ﻋﻠﻰ‬ ‫اﻟﻌﻤﻠﯿﺎت‬(‫؛‬ ‫اﻟﻤﺘﺒﺎﯾﻨﺎت‬)‫اﻟﺪوال‬ ‫ﺑﻌﺾ‬ ‫ﺗﻐﯿﺮ‬ ‫اﺗﺠﺎه‬(‫؛‬ ‫اﻟﺒﯿﺎﻧﻲ‬ ‫اﻟﺘﻤﺜﯿﻞ‬)‫راﺳﻤﺎت‬ ‫اﺳﺘﻌﻤﺎل‬ ‫اﻟﻤﻨﺤﻨﯿﺎت‬(‫اﻟﺒﺮھﺎن‬ ‫؛‬)‫اﻟﻤﻀﺎد‬ ‫اﻟﻤﺜﺎل‬(. . . ‫ﻣﺸﻜﻼت‬ ‫ﻟﺤﻞ‬ ‫اﻟﺘﻐﯿﺮات‬ ‫اﺗﺠﺎه‬ ‫اﺳﺘﻐﻼل‬. v‫ﺗﻐﯿﺮات‬ ‫اﺳﺘﻨﺘﺎج‬ ‫إﻟﻰ‬ ‫اﻟﺘﻄﺮق‬ ‫ﯾﺘﻢ‬ ‫ﻻ‬ ‫اﻟﺪاﻟﺘﯿﻦ‬f g+‫و‬. f g‫ﻣﻦ‬ ‫اﻧﻄﻼﻗﺎ‬ ‫ﺗﻠﻘﺎﺋﯿﺎ‬ ‫اﻟﻤﺴﺘﮭﺪﻓﺔ‬ ‫اﻟﻜﻔﺎءات‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻟﺪوال‬ ‫ﺑﺎﺳﺘﻌﻤﺎل‬ ‫داﻟﺔ‬ ‫ﺗﻔﻜﯿﻚ‬ ‫اﻟﺪوال‬ ‫ﺑﺎﺳﺘﻌﻤﺎل‬ ‫داﻟﺔ‬ ‫ﺗﻐﯿﺮ‬ ‫اﺗﺠﺎه‬ ‫دراﺳﺔ‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻟﺪوال‬ ‫ﺑﺎﺳﺘﻌﻤﺎل‬ ‫ﺑﯿﺎﻧﯿﺎ‬ ‫اﻟﺪوال‬ ‫ﺑﻌﺾ‬ ‫ﺗﻤﺜﯿﻞ‬ ‫اﻟﻤﺮﺟﻌﯿﺔ‬ ‫اﻟﺪاﻟﺘﯿﻦ‬ ‫ﺗﻐﯿﺮ‬ ‫اﺗﺠﺎھﻲ‬f‫و‬g‫ﺗﻌﺎﻟﺞ‬ ‫إﻧﻤﺎ‬ ‫ﻣﺨﺘﻠﻔﺔ‬ ‫أﻣﺜﻠﺔ‬. v‫اﻟﻤﺘﻌﻠﻢ‬ ‫ﺗﻤﻜﻦ‬ ‫اﻟﻤﺮﻓﻘﺔ‬ ‫اﻟﺪوال‬ ‫دراﺳﺔ‬ ‫اﻟﺸﮭﯿﺮة‬ ‫اﻟﻤﻨﺤﻨﯿﺎت‬ ‫ﺑﻌﺾ‬ ‫ﻋﻠﻰ‬ ‫اﻟﺘﻌﺮف‬ ‫ﻣﻦ‬ ‫ﻣﻤﺎ‬ ‫اﻟﺰاﺋﺪ‬ ‫واﻟﻘﻄﻊ‬ ‫اﻟﻤﻜﺎﻓﺊ‬ ‫اﻟﻘﻄﻊ‬ ‫ﻣﺜﻞ‬ Less